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Reflective-comparative analysis between teaching conceptions and inquiry competence
The research aims to compare theoretical relationships, conceptual and methodological competencies of the inquiry with the concep tions that have natural science teachers of the Rural Zapata Educa tional Institution of the department of Antioquia and its influence on classroom practices. The fieldwork is framed in a comparative re search with a contemporary univariate transectional design of mixed source, following the phases that identify this research: descriptive phase, analytical phase and comparative phase. The techniques to collect the information were the in-depth interview, observation and systematization in field diaries of teaching and learning processes, and triangulation, which allowed characterizing the conceptions, check their materialization in classroom practices and compare them with the theoretical references that support the structure of the in quiry competence. The results showed that there is a correspondence between teaching statements and teaching processes, but a certain discrepancy between established theory and conceptions. The re sults showed that there is a correspondence between teaching sta tements and teaching processes, but a certain discrepancy between established theory and conceptions. Therefore, it is concluded that natural science teachers have partial approaches on conceptual and methodological aspects of competence that materialize in their pe dagogical practices, thus generating a science education process that is at the initial levels and requires improvement.
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